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Going From Me to We: Social Studies in PreschoolBY POLLY NEILL, HIGHSCOPE EARLY CHILDHOOD SPECIALIST
During the fi rst week of
an online course on COR
Advantage (HighScope’s
online assessment tool
for children from birth to
age 6), we ask participants
which of the HighScope
Curriculum content areas
they are most anxious
about learning, and Social
Studies is most often at
the top of the list. Why?
Because many teachers
are uncertain about what
social studies actually
looks like in action in an
early childhood classroom. In this article, we’ll fi rst discuss defi nitions of social
studies; then we’ll talk about how to recognize social studies learning in the
preschool classroom, which we’ll do by considering each of the KDIs in the Social
Studies curriculum content area.
Defi ning Social Studies
Several publications defi ne what social studies consists of in early childhood
programs. In her article Social Studies in Today’s Early Childhood Curricula,
Gayle Mindes states that current “social studies curricula can support children
as they solve classroom and social issues as well as investigate neighborhood and
community problems with the goal of enhancing understanding and civic awareness
IN THIS ISSUE
VOLUME 29, NO. 1
FEATURE ARTICLE:
Going From
Me to We: Social Studies
in Preschoolpage 1
CLASSROOM HINTS:
Social Studies
and COR Advantagepage 11
TRAINER-TO-TRAINER:
Defi ning Social Studies
in Early Childhoodpage 16
SPECIAL EDUCATION:
Helping Young Children
Understand Diversity
page 18
ASK US:
page 20
NEWS BRIEFS:
page 21
What social studies "looks like" in the classroom is any number of things that have to do with diversity, community roles, decision-making, geography, history, and ecology.
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Volume 29, No. 1 • page 2
Going From Me to We: Social Studies in Preschool, continued
HIGHSCOPE | Extensions
PUBLISHER CREDITS
HighScope Extensions is a practical resource for early childhood teachers, trainers, administrators, and child care providers. It contains useful information on the HighScope Curriculum and on HighScope’s training network.
Jennifer BurdAdam RobsonEditors
Nancy GoingsPublications Assistant
Nancy BrickmanDirector of Publications
Sherry BarkerMembership Manager
Carrie HernandezDirector of Marketing and Communication
Produced by HighScope Press, a division of HighScope Educational Research Foundation
ISSN 2155-3548
©2015 HighScope FoundationThe HighScope Foundation is an independent, nonprofi t organization founded by David Weikart in Ypsilanti, MI in 1970.
and pride” (Mindes, 2005, p. 14). Other educators see social studies as the central
focus of an integrated curriculum, in which teachers “are able to tap into children’s
natural curiosity about the larger world” (D’Addesio, J., Grob, B., Furman, L.,
Hayes, K., and David, J., 2005, p. 50). It is about interdependence; that is, it is “the
complex and intertwined relationships between people, their environment, and
their needs” (ibid).
The National Council for the Social Studies (NCSS) defi nes social studies as
…the integrated study of the social sciences and humanities to promote
civic competence.… The primary purpose of social studies is to help
young people develop the ability to make informed and reasoned
decisions for the public good as citizens of a culturally diverse,
democratic society in an interdependent world. (NCSS, 2010, p. 1)
While this defi nition may sound too abstract or complex for preschoolers, the
learning that forms the foundation for “civic competence” takes place throughout
the day in early childhood programs. Two facets of early childhood development
make children particularly ready for this subject. One is their growing awareness
of social norms and customs, sometimes referred to as “socialization.” The other is
their use of emerging classifi cation skills to identify things that are the same and/
or different. In other words, preschoolers are
primed to learn about how people sort and
navigate their way through the wider social
world.
Social Studies and the Preschool Classroom
As it is outside their family environment,
the early childhood classroom often gives
children their fi rst sense of the wider social
community and how they fi t within it.
Children are keen observers from birth; by
the time they walk through that preschool
door, they are on the lookout for everything
this new environment has to offer. Children
learn about social studies as they participate
in decision-making in the classroom, familiarize themselves with the daily routine,
learn to use the recycle box, fi nd the door to the bathroom, and meet a child with
“...the early childhood
classroom often gives
children their first sense
of the wider social
community and how they
fit within it.”
Social studies is a natural part of the preschool day. For example, children learn about social studies as they famil-iarize themselves with the daily routine.
Volume 29, No. 1 • page 3
Going From Me to We: Social Studies in Preschool, continued
HIGHSCOPE | Extensions
braces on her legs (Townsend-Butterworth, D., n.d.). In concert with their social
and emotional development, social studies helps children take those fi rst steps
outside themselves, recognizing that while they are unique individuals, they also
share many similar feelings and concerns with the other children and adults they
meet. In learning about all the different facets that make up social studies, children
are learning what it takes to build and maintain a community.
The materials in the classroom interest areas, the interactions among the
children, and the different parts of the daily routine all contribute to children’s
learning about the six key developmental indicators (KDIs) that make up the Social
Studies curriculum content area — diversity, community roles, decision making,
geography, history, and ecology. Next, we will consider each of these KDIs and how
they are expressed through children’s play in the preschool classroom.
Social Studies Learning and the KDIs
KDI 53. Diversity: Children understand that people have diverse characteristics, interests, and abilities.
Many well-meaning early childhood programs address diversity with holidays or
traditional foods or clothing. However, a Japanese kimono, an Indian sherwani,
or a necklace of cowrie shells in the house area; two books about Kwanza in the
book area; hummus and pita for snack; and a dreidel in the toy area do not lead to
As they play together, children learn how people have different interests, backgrounds, and abilities.
“The materials in the
classroom interest
areas, the interactions
among the children,
and the different parts
of the daily routine all
contribute to children’s
learning about the six
key developmental
indicators (KDIs) that
make up the Social
Studies curriculum
content area —
diversity, community
roles, decision making,
geography, history, and
ecology.”
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Going From Me to We: Social Studies in Preschool, continued
HIGHSCOPE | Extensions
children’s increased awareness of diversity. In the HighScope Preschool Curriculum
content area book, Social Studies, Ann Epstein writes, “Our goal as educators is
to treat diversity as the norm, not the exception. Therefore, an effective approach
to diversity is to represent it in the daily lives of people” (Epstein, 2012, p. 28) —
that is, rather than presenting it as a museum exhibit. Children begin to become
aware of similarities and differences when they are quite young (e.g., parents and
strangers, gender) and their primary sources for their ideas about diversity are their
families and (increasingly) the popular media (p. 23). Since our goal is that children
will treat others fairly and equally, we must make it a practice to model this
behavior in our own language and behavior. Teachers can use matter-of-fact words
to describe children’s observations of differences and can stay neutral to the words
children use rather than scolding them for being insensitive to differences:
Child: “Why does Lana have those metal things on her legs?”
Teacher: “Those are called braces, and Lana needs to use them to make her
legs stronger and to help her walk.”
Child: “Hey, Kobe’s dad only has one arm!”
Teacher: “Kobe’s dad has one arm; you and I each have two. Sometimes kids
get anxious when they see something different. Do you think that’s
how you are feeling?”
Prepare a class photo book for children to look at that will help them become
aware of the wide variety of characteristics present among the families in your class.
Use a family survey
to encourage family
members to share
family traditions; you
might inquire about
parents’ hobbies,
favorite foods, and
occupations. Extend
an invitation to
family members to
demonstrate their
talents or hobbies
for children in the
During pretend play, children learn about community roles and others' interests and family backgrounds.
“Our goal as educators
is to treat diversity
as the norm, not the
exception. Therefore,
an effective approach
to diversity is to
represent it in the daily
lives of people”
(Epstein, 2012, p. 28).
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Going From Me to We: Social Studies in Preschool, continued
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classroom. Home visits are also a good opportunity to gather information about
families. Finally, make sure you have materials in your interest areas that refl ect
children’s home cultures.
KDI 54. Community Roles: Children recognize that people have different roles and functions in the community.
Often when teachers think about “community roles,” they think about the typical
occupations people hold in the wider community, such as police offi cer, grocer, and
beautician. But even before children look out into the community for people whose
jobs or positions attract them, there are members of their own household who
have featured roles that hold plenty of fascination. These are the roles that children
take on in their pretend play. Teachers can learn much about children by taking on
supporting roles in children’s pretend play, and also by supporting and extending
their knowledge about family roles.
• For a surprising number of young children, the vacuum is one of the most
bewitching tools in the house, and many children become interested in the idea
of becoming a “vacuumer.”
In the house area, Kyra pushed a long block back and forth across
the fl oor and said she was the “vacuumer.” Holly, her teacher, said,
“Vacuuming is a big job. I vacuum at my house too.”
• When they are able to help Grandpa or Aunt Shannon with repairs around the
house, children not only learn about tools and tool safety, they also feel a sense
of accomplishment.
Billie and Sam are in the woodworking area getting ready to build a
boat. “Don’t forget your safety goggles,” said Sam to Billie.
As their world expands, children see and become more interested in the roles
of people outside of their family. They begin to understand that those people have
“jobs.” Children frequently have favorite people they look for when they go out
for a walk or drive; many children are attracted to traditional favorites, such as
fi refi ghters, large equipment operators, and police offi cers. Others may dream of
becoming a train engineer, a member of a ship’s crew, or the bass drum player
in the marching band. The following anecdotal notes show how some teachers
observed children’s growing interest in the work that people do:
“Teachers can learn
much about children
by taking on
supporting roles in
children’s pretend play,
and also by supporting
and extending their
knowledge about
family roles.”
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Going From Me to We: Social Studies in Preschool, continued
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• At snacktime, Josh said to Benny, another child, “Benny, on the way to school
I saw E-3, my favorite green fi re truck at my grocery store. Did you know that
fi refi ghters buy groceries and fi ght fi res?”
• During their pretend play as bicyclists, Mira said to Katie, “Jane, a police offi cer,
rides her bike past our school every day. One day she stopped by to visit and
showed us everything she carries in her bike pack. I asked if she got tired riding
her bike all day.”
• Several children admire Maggie, the school custodian. Three-and-a-half-year-
old Leslie commented, “She carries a lot of keys on her key chain — I want to be
like her.”
• After a trip to a pizzeria, the
children were excited about
becoming pizza makers —
“Then we can add all the
pepperonis we want.”
As part of learning about
community roles, children also
learn that people can have more
than one role. For example,
Desmond’s dad is a drummer
in a band who came to school
to play his drums and then let
the class play the drums. Moya’s
mom is a dance teacher, and
when she came in for large-group
time, everyone danced together.
KDI 55. Decision making: Children participate in making classroom decisions.
In order for children to learn to function as a community, they have to recognize and
accept (sometimes reluctantly) that the individual does not always get what he or she
wants but that all members of the group have the right to be heard and express their
opinions. In her 2012 book Social Studies, Ann Epstein describes it like this: “When
preschoolers help to identify group problems or opportunities, generate and agree
During message board time, children talk about the day and contribute to classroom decisions.
“In order for children
to learn to function
as a community, they
have to recognize
and accept (sometimes
reluctantly) that the
individual does not
always get what he or
she wants but that all
members of the group
have the right to be
heard and express their
opinions.”
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Going From Me to We: Social Studies in Preschool, continued
HIGHSCOPE | Extensions
on solutions, carry out their ideas, and evaluate whether they are working, they are
experiencing democracy in action” (Epstein, 2012, p. 45). Contrast the effectiveness
of guidelines established this way with classroom rules arbitrarily established by
the teacher in which the children have had no voice. It should come as no surprise,
then, that research shows that when children are involved in the decision-making
process they are not only more likely to go along with the decisions, but they will also
encourage their peers to do so (Elias et al., as cited in Epstein, 2012, p. 45). Below are
some examples of what decision making looks like in the classroom.
• Frank and Zanni’s class has a new guinea pig, and yesterday each table group
picked a name for it. Today during Message Board they are going to vote for the
name they like best by dropping a button in the basket labeled with that name.
• This morning’s message let the children know there were new materials in the
classroom: long, sturdy cardboard tubes in different sizes. The teachers asked
the children if they had ideas about which area we should put them. Jonah said,
“art area.” Danae suggested, “In the house area to use as crutches.” Adja said,
“No, they have to go in the block area — they belong there with the cars!” Felicia
said, “I’d like to have them outside.” The teachers explained that if the tubes
were outside, they might fall apart if it rained, since the tubes are made from
paper. The teachers wrote the three remaining areas on a piece of paper and
the children made a mark under the area they thought was best. When the vote
was over they got a surprise! The block area and house area received the same
When children think about different parts of the classroom as they are planning where they will play, they are engaging with geography KDIs in the Social Studies curriculum content area.
“It should come as
no surprise, then, that
research shows that
when children are
involved in the decision-
making process they
are not only more likely
to go along with the
decisions, but they will
also encourage their
peers to do so”
(Elias et al., as cited in
Epstein, 2012, p. 45).
Volume 29, No. 1 • page 8
Going From Me to We: Social Studies in Preschool, continued
number of votes! “What should we do now?” asked one of the teachers. The kids
talked to each other and Yael spoke up and suggested, “Put some in the house
area and some in the block area – that works, doesn’t it?”
KDI 56. Geography: Children recognize and interpret features and
locations in their environment.
Young children are born explorers, curious about the space around them and the
objects, structures, and physical features that are contained within that space. As
soon as they develop enough to become mobile, they are off — to fi nally discover
what’s behind that door, fi nd out what’s under that chair, and learn where Mom
goes when she disappears around the corner. The following anecdotes illustrate
what geography looks like and sounds like in the preschool classroom.
• During snack, Tito said, “I’m helping my dad build a garage right next to my
house.”
• Bianca responded to Tito, “I think we go past your house on the way to church,
and I saw your new garage — is it the one with no roof?”
• During recall, Louie said, “I
made a treasure map that had
the house area, art area, toy
area, and the sink on it. Then
Gareth and me went to the
block area to build a ship so we
could go look for the treasure.”
As children develop a sense
of spatial awareness, they are
beginning to understand about
direction and location.
• “Guess what? I found the missing
puzzle piece; it was across
from the puzzle shelf and under
Wendy’s table.Showing that they understand the concepts of past, present, and future, at recall time children talk about what they did during the day and sometimes mention what they will do the next day.
“Young children
are born explorers,
curious about the
space around them and
the objects, structures,
and physical features
that are contained
within that space.”
HIGHSCOPE | Extensions
Volume 29, No. 1 • page 9
Going From Me to We: Social Studies in Preschool, continued
• “When it rains hard, we go to the gym. We have to walk down the hall, around
a corner, and down some steps to get there.”
Wherever children turn when they take those fi rst few steps through their front
door, it’s likely that they will be having an experience in geography.
KDI 57. History: Children understand past, present, and future.
To make history meaningful to young children, it is wisest to frame it within their
present experiences:
• At recall time, Brook said, “I play with cars tomorrow in the block area.”
• During message board, Elijah read the message “We have two stay-at-home
days. No school tomorrow.”
HighScope’s daily routine is
particularly effective for helping
children become familiar with
the idea of sequence, or the
order of events — particularly
current, recent, and upcoming
events. When you keep a large,
clear, visual representation
of the daily routine at the
children’s level, this allows
them to not only keep track
of where they are (e.g., large-
group time) but what they will
be doing next (planning). They
can physically mark where they
are in the sequence by moving
a clothespin to the next part of
the day.
• During planning time Katie
said, “I’m going to play in the block area with Carlie like I did yesterday.”
• During snacktime, while discussing the rest of the day’s routine, Brodie said,
“Next is small group, then we go outside.”
These children refl ect on what they have been learning about the natural world.
“HighScope’s daily
routine is particularly
effective for helping
children become
familiar with the idea of
sequence, or the order
of events — particularly
current, recent, and
upcoming events.”
HIGHSCOPE | Extensions
Volume 29, No. 1 • page 10
Going From Me to We: Social Studies in Preschool, continued
KDI 58. Ecology: Children understand the importance of taking care of
their environment.
Ecology is listed under social studies because it deals with people’s responsibility
for taking care of the environment — our relationship with, and how, we impact
the environment. While most people regard ecology as outdoor-focused, it is also a
habit practiced indoors, for example, in an early childhood classroom. Occasionally
children come to preschool already familiar with the practice of recycling and are
helpful in getting others into the habit too.
• Shamir collected his paper scraps and put them in the recycle box. He noticed
that Leslie was throwing hers in the waste basket and said, “Hey, don’t put it
there; put it in this green box with the arrows that go in a circle. Then they can
make it into something else and we don’t have to cut down the trees.”
• During snack, Kai said, “Save your applesauce cups so that we can use them as
paint containers in the art area.”
• Jayla chose a small piece of construction paper and said, “I don’t need a big
piece because I only want to cut a small heart.”
• • •
Of the nine content areas that make up HighScope’s curriculum content, only
social studies focuses on children’s role in building and forming communities. As
they take those fi rst tentative steps into a world that does not revolve around them
and learn to practice respect and responsibility toward the people, practices, and
natural world they come into contact with, children just might fi nd that being a
“we” can be a lot more fun than just being a “me.”
References
D’Addesio, J., Grob, B., Furman, L., Hayes, K., and David, J. (2005). Social studies: Learning about the world around us. Young Children, 60(5), 50–57.
Epstein, A. S. (2012). Social studies. Ypsilanti, MI: HighScope Press.
Mindes, G. (2005). Social studies in today’s early childhood curricula. Young Children, 60(5), 12-18.
National Council for the Social Studies. (2010). National curriculum standards for social studies. A framework for teaching, learning, and assessment. Silver Spring, MD: Author.
Townsend-Butterworth, D. (n.d.) What to expect in preschool: social studies: All about community: kids learn social studies concepts by observing what’s around them. Retrieved on 12/11/2014 from http://www.greatschools.org/students/academic-skills/1134-your-preschooler-and-social-studies.gs
Polly Neill is an early childhood specialist at HighScope Educational Research Foundation. She is the author of the HighScope book Real Science in Preschool: Here, There, and Everywhere, and contributing writer to Multicultural Programs and Small-Group Times to Scaffold Early Learning, both from HighScope Press. She also develops and facilitates HighScope online courses. Polly holds undergraduate and graduate degrees in anthropology.
HIGHSCOPE | Extensions
Volume 29, No. 1 • page 11
Most of the people who had been using HighScope's child assessment
instrument, the Child Observation Record (COR), have now switched
over to COR Advantage. While the process of collecting anecdotes
remains the same, the items have changed, and so anecdotes
have to be scored under different, and sometimes entirely new,
categories in COR Advantage. This takes some “relearning” on the
part of experienced “old” COR users. One of new categories in COR
Advantage is Social Studies. I must admit that while substitute
teaching, I too had the experience of being uncertain about where
to score certain anecdotes. And when I used the COR Advantage
Anecdote Status report to check the progress of my anecdotal entries,
Social Studies was the category with the most gaps. The Anecdote
Status report shows the number of anecdotal notes a teacher has
entered for each item for each child so that, looking at the report,
a teacher can see which items have more anecdotes and which
have fewer. I reviewed the Social Studies items in COR Advantage
and realized I had missed many opportunities to take social
studies anecdotal notes, simply because I hadn’t recognized when
engagement with this category was occurring in children’s play, in
the questions they asked, and in their growing understanding of how
their corner of society works. The purpose of this article is to remind
myself and others of the ways we can be more aware of children’s
social studies learning and to provide opportunities that support and
extend it in the classroom so we won’t be left with holes in our COR
Advantage records.
Item FF. Knowledge of Self and OthersLet’s start with item FF. Knowledge of self and others. Of the social
studies items, this is the one that I feel teachers are most aware
of. Young children begin learning about others by focusing on one
personal attribute at a time, usually an obvious visible one, such
as gender, size, or skin color (Epstein, 2012). Based on one trait,
children decide who is the same as or different from themselves.
As their knowledge of their own personal characteristics expands
and they gain the ability to hold more than one attribute in mind
at a time, children begin to notice more similarities and differences
HIGHSCOPE | Extensions
Social Studies and COR AdvantageBY SUZANNE GAINSLEY, SENIOR HIGHSCOPE EARLY CHILDHOOD SPECIALIST AND DIRECTOR OF THE HIGHSCOPE DEMONSTRATION PRESCHOOL
CLASSROOM HINTS
between themselves and others. We know that children’s initial
ideas about themselves and other people are infl uenced not only by
their own experiences but also by the values and attitudes of their
parents, other family members, and, increasingly, by social media.
By preschool, many children already have an idea about which
personal traits are deemed desirable by societal norms. When we
look at the specifi c levels in COR Advantage item FF, Knowledge of
self and others, we are reminded of what we need to do to nurture
children’s self-acceptance and broaden their knowledge and
appreciation of others.
Here are some ideas to support levels 3–7 (approximately
early to late preschool or kindergarten). These ideas are meant to
inspire interactions and conversations with children that in turn
lead to rich COR Advantage anecdotal notes.
Level 3: Child plays or talks about family or
community roles.
• Ask parents to share the names and relationships of important
people in their child’s life (e.g., stepsister, nanny, Poppa). Ask
children about their family members and refer to these people
by name and relationship when they come into the classroom
so other children learn who they are (e.g., “Jonas, how is your
sister Clara?” or “There is Myah’s abuela. Her grandma is
picking Myah up today.”)
• Make a classroom family book with pictures of children’s family
members. Include your own page so you can introduce your
family members to the children.
• Talk about the jobs family members do. Ask parents about
specifi c things they do at work. Add uniforms, work attire, and
Volume 29, No. 1 • page 12
HIGHSCOPE | Extensions
Classroom Hints, continued
props that refl ect the things parents use at work. Share stories
about the things you do when you are not at school.
• Take fi eld trips to local businesses or municipal services. Talk to
the owners or employees beforehand, tell them about the things
children may fi nd interesting, and discuss how the children can
explore the workspace safely and without disrupting operations.
If possible, bring back materials from the business or service that
the children can use in their pretend play.
Level 4: Child identifi es similarities or differences in
people’s personal characteristics.
• Provide dolls with different ethnic characteristics. Describe these
traits as you play with the dolls (e.g., say something like “I’m
going to put a hat on my baby with the curly hair” or “These dolls
all have different colored skin — some are lighter and some are
darker”). Model using descriptive and nonjudgmental terms.
• Play “I spy a child.” Describe a child’s personal characteristics (for
example, their physical traits, the languages they speak, the things
they like to do) and have children guess who you are describing.
• Read a variety of stories depicting people of different cultures
and ethnicities. Ask children to fi nd similarities and differences
between the characters in the book and themselves.
Level 5: Child compares his or her own and others’ family
characteristics.
• Compare photos on children’s family book pages, pointing out the
similarities or differences in family makeup.
• Read stories that depict families that are similar and different
from the families you serve (nontraditional families, extended
families, families where a language other than English is spoken
at home). Ask children how the families in a story are the same or
different from their own family.
• Have children draw pictures of their families and describe their
family members. Talk about how your family or other children’s
families are the same or different from theirs.
Level 6: Child voices a sense of belonging to a community.
• Take photos of familiar buildings in children’s neighborhoods or
communities (e.g., grocery store, gas station, water tower). Create
a photo album or tape the photos on blocks to use in the block
area.
• Take fi eld trips to local businesses and talk about why people
need such businesses in their communities. Provide props (and
materials to make props) so the children can incorporate these
businesses into their pretend play.
• Talk about upcoming community events such as festivals or
parades. If families attend these events with their children,
encourage them to share photos or mementos of the experience.
Level 7: Child takes personal responsibility for making sure
others are treated fairly and with respect.
• Read stories that address social confl icts between people and ask
children for suggestions for resolving the problems.
• Create social stories with children as a way to address situations
in the classroom that involve respecting others. Ask questions like
“What can you do to help in this situation?”
• Acknowledge when children solve their own problems. Ask them
why they decided to solve the problem a certain way.
Item GG, GeographyThe next COR Advantage social studies item is GG, Geography. I
thought I would have diffi culty scoring this item. But when I put aside
my adult perspective on geography, and focussed on the geography
Volume 29, No. 1 • page 13
Classroom Hints, continued
HIGHSCOPE | Extensions
of the preschool classroom, I saw that I could write many anecdotal
notes — particularly for the lower levels — just by watching children
navigate their environment and participate in the plan-do-review
process. Supporting the higher levels required a bit more planning
and creativity. Here are some ideas for supporting geography levels
3–7:
Level 3: Child uses symbols to help retrieve or put away
materials or to identify the actual location of interest areas.
• Label your classroom interest areas and refer to both the area
name and the area symbol during planning and recall time. To
help children who are English language learners (ELL), make
labels in both English and the language(s) they speak.
• Ask children to name or point to the symbol of the area they wish
to play in and watch to see if they go to that area.
• Watch children put away toys at cleanup time. Ask them how
they know where toys go on the shelves. Notice if they point to or
indicate that the label helped them know where to put toys.
• Ask children to help you label
shelves for classroom materials.
Again, use language(s) in addition
to English when appropriate.
Level 4: Child reads a simple
familiar map, such as a map of
the classroom.
• Create a simple map of the
classroom. At planning time, have
children point out on the map
where they will play.
• Draw a partial map of the
classroom, and have children help
you complete the map by telling
you features of the classroom to
add (such as a missing interest
area, doors and windows, shelves or
cubbies, and so on).
• Draw a map of the playground, and
indicate on the map where children
will fi nd new materials to play with.
• Create an obstacle course indoors
or outdoors. Draw a map of the
course and help children read the map so they know how to move
through the course.
Level 5: Child knows how to navigate
around a familiar building.
• Encourage children to draw a simple map of their own house.
• Take walks around your school building or a familiar building
such as the local library. Ask children to direct you back to your
starting point or lead you to a specifi c location (such as the
lunchroom, the lobby, or an older sibling’s classroom).
Level 6: Child describes the location of familiar landmarks.
• Using the community pictures taped on blocks mentioned as an
idea in item FF, level 6, encourage children to arrange the blocks
so as to replicate your community. Talk with children about
where buildings are located in relationship to other buildings in
the community (e.g., the food co-op is near the fi re station, and
the school is next to the park).
• Take photos of landmarks around
your school building, school
grounds, or neighborhood. Ask
children to describe where they
have seen those landmarks.
Level 7: Child interprets a map of
an unfamiliar location.
• Create a map of a new
school building for children
transitioning out of preschool.
Attach photos of identifi able
landmarks to the map, such as a
hall drinking fountain, the main
offi ce, or a wall mural.
• Collect simple maps from a zoo,
amusement park, or other popular
venue (available online) for
children to use in play. Talk with
children about the symbols used on
the map and how to interpret the
map to fi nd a specifi c location (such
as the monkey house, rest rooms,
or the parking lot).
Volume 29, No. 1 • page 14
Classroom Hints, continued
HIGHSCOPE | Extensions
Item HH, HistoryThe third COR Advantage item in Social Studies is HH, History.
This is another area where teachers will fi nd anecdotal note taking
opportunities during conversations with children. Children enjoy
hearing stories about when they were younger and like to share their
own memories about past events. Their ideas about time revolve
around the sequence of those personal events (e.g., “First it’s my
birthday, and then it’s my brother’s”). Through our conversations
with children, we can link time concepts such as yesterday/tomorrow
and before/after to specifi c, concrete events. How convenient that our
HighScope daily routine provides an automatic framework for talking
about sequence and events — current, past, and future. Following are
some concrete ways to help children develop this abstract concept.
Level 3: Child uses words such as yesterday or tomorrow
to refer generally to things in the past or future.
• Make an album of classroom photos and talk about when those
events took place (e.g., a long time ago, not long ago, yesterday,
last week).
• At planning time, remind children of previous ideas or plans (e.g.,
“I remember that yesterday you played with Aaron.”)
• Refer to the daily routine chart during transitions to identify the
parts of the day that have passed and the parts of the day that
still need to occur. Note to children that the routine was the same
“yesterday” and will be the same “tomorrow.”
Level 4: Child uses words such as yesterday and tomorrow
correctly.
• At planning time or recall time, ask children if they remember
what they did “yesterday” or might do “tomorrow.”
• Use countdown games such as removing a link from a paper
chain as a visual way to anticipate a future event. For example,
create a fi ve-link chain to count down the fi ve days before an
extended winter break.
• Engage children in conversations about upcoming plans or the
sequence of previous events.
Level 5: Child shares a story about him- or herself or family
that happened farther back than in the immediate past.
• Share stories with children about things you did as a child. Ask
“Did you ever do that?”
• Talk about or draw pictures of things you and children did on a
vacation or on the weekend.
• Ask children to bring in photos of themselves as babies to prompt
conversations about their early memories.
Level 6: Child interprets photos or illustrations as
representing past or future time periods.
• Share photos of yourself as a child. Point out the differences
between objects and styles in the photos and modern versions.
Volume 29, No. 1 • page 15
Classroom Hints, continued
• Select books that represent past and future time periods. Ask
children why they think the story takes place in a different time
period.
Level 7: Child creates (draws and/or writes) a timeline to
show personal events in a sequential manner.
• Take photos of a class fi eld trip or throughout a typical day. Have
children arrange the photos in order of their occurrence. Have
children add their own drawings to the beginning or end of the
sequence to show what they were doing before or what they did
after the events in the photos.
• Have children illustrate their own “daily routine” cards for their
typical day (e.g., breakfast, school, piano lessons, dinner, bed).
• • •
The ideas presented in this article, and similar ones you will
think of, are not far removed from what you are already experiencing
with children. The term “social studies” gives us a new lens for
looking at them and appreciating what children are learning about
the people, locations, and timeframes in their world. The HighScope
Curriculum and adult-child interaction strategies naturally encourage
conversations between children and teachers. Adding conversation
starters like photos of children and families and branching out
into the community are sure ways to inspire more conversations
specifi cally related to social studies.
Reference
Epstein, A. S. (2012). Social studies. Ypsilanti, MI: HighScope Press.
Suzanne Gainsley is an early childhood specialist at the HighScope Educational Research Foundation. Also a HighScope certifi ed trainer and teacher, she fi rst began teaching at the HighScope Demonstration Preschool in 1998. She has also worked with infants, toddlers, preschoolers, and elementary
school children in various settings as a teacher, parent, and volunteer. Gainsley is the author of From Message to Meaning: Using a Daily Message Board in the Preschool Classroom; co-author of two books in the Teachers’ Idea Series (from HighScope Press) – “I’m Older Than You. I’m Five!” Math in the Preschool Classroom and 50 Large-Group Activities for Active Learners; co-author of Preschool Activities for Family Child Care and Activities for Home Visits: Partnering with Preschool Families; and a contributing writer for Small-Group Times to Scaffold Early Learning, also in the Teachers’ Idea Series.
HIGHSCOPE | Extensions
Volume 29, No. 1 • page 16
HIGHSCOPE | Extensions
3. Have participants work in small groups to create an early
childhood goal for social studies based on the NCSS goal. Each
group should write their goal on a piece of chart paper to share
with others.
4. Discuss the similarities among the generated statements.
Central Ideas and Practice (45 minutes)
5. Share the following language from The HighScope Curriculum
Social Studies book: “The goal of social studies is to help children
grow beyond their internal and individual focus to become aware
of the principles that govern the social world around them”
(Epstein, 2012, p. 12).
6. It is helpful to learn about the lives of the children in your
classroom. Ask the whole group for ideas on how to gather
this information (e.g., home visits, surveys) Ask the following
questions and write the answers on chart paper:
• What information do you fi nd helpful to know?
• What questions do you ask?
7. Introduce a webbing activity that can be used to help teachers
visualize the information they know about the children in
their classroom, such as family members, interests, food, pets,
transportation, and holidays celebrated (see example web, below).
Have participants create a web for a child in their classroom.
Defi ning Social Studies in Early ChildhoodBY SUZANNE GAINSLEY AND POLLY NEILL
TRAINER-TO-TRAINER
Children engage in social studies learning naturally in their play; this
80-minute workshop will help participants both recognize children’s
social studies learning and develop strategies for expanding
exploration of social studies content in the classroom.
What You Will Need:
• Chart paper and markers
• NCSS goal written on chart paper (see Opening Activity)
Objectives (5 minutes)
1. Tell participants that, by the end of this workshop, they will be
able to
A. Describe what social studies looks like in early childhood
settings
B. Share ideas for active exploration of social studies content
Opening Activity (15 minutes)
2. Share the National Council for the Social Studies (NCSS) goal for
social studies learning (write this ahead of time on chart paper):
“The aim of social studies is the promotion of civic
competence — the knowledge, intellectual processes, and
democratic dispositions required of students to be active
and engaged participants in public life.” (NCSS 2010)
Child
Mom’s adentist
Dad plays guitar in a band
Church every Sunday
Nanny named Tina
Dog named Sandy
Favorite food-spaghetti
Volume 29, No. 1 • page 17
HIGHSCOPE | Extensions
Trainer-to-Trainer, continued
8. Briefl y introduce the six social studies key developmental
indicators (KDIs):
53. Diversity: Children understand that people have diverse
characteristics, interests, and abilities.
54. Community roles: Children recognize that people have
different roles and functions in the community.
55. Decision making: Children participate in making classroom
decisions.
56. Geography: Children recognize and interpret features and
locations in their environment.
57. History: Children understand past, present, and future.
58. Ecology: Children understand the importance of taking
care of their environment.
9. Divide participants into six groups and assign each group one
of the Social Studies KDIs. Have each group brainstorm ways to
support their assigned KDI in the classroom (activities and adult-
child interaction strategies). Post and share with the whole group.
10. Turn back to the sample child web and choose ideas from the
activity and strategy list generated in step 9 and determine how
they would apply to the sample child. For example, knowing
that religion is important to the child’s family, you might ask the
parents for a photo of their place of worship that you could add to
an album of community buildings; or you might fi nd out how they
celebrate holidays, so you are able to incorporate that information
as you talk about diversity in family traditions and celebrations.
Application Activity (10 minutes)
11. Using the webs they drew for a child in their classroom, have each
participant choose three ideas from the list of ideas generated for
the KDIs in step 9 and state how they could use those ideas to
support the child. Have them add those ideas to their web. Ask
participants to share their ideas with another participant.
Implementation Plan (5 minutes)
12. Ask participants to select one of the ideas they added to their child
web and write down the steps they will need to take to implement
that idea.
Free Membership Delivers• Extensions e-newsletter for teachers
• ReSource for Educators magazine
• Web Clips – Videos of the HighScope approach in action
Join Now! highscope.org/membership
Volume 29, No. 1 • page 18
HIGHSCOPE | Extensions
SPECIAL EDUCATION
Helping Young Children Understand Diversity BY TERRI MITCHELL, SPECIAL EDUCATION PROGRAMS
ADMINISTRATOR, CANYONS SCHOOL DISTRICT, SANDY, UTAH
Awareness of diversity is an ongoing factor in the lives of all young
children; however, it has a unique meaning for children with special
needs. As they grow and develop, they will experience life differently
from typically developing children. Children with special needs may
face signifi cant challenges that can present themselves as a physical
disability, a communication disorder, or social or emotional delays.
In this article, we will examine how young children with special
needs accept diversity. In the HighScope Curriculum, diversity is
found under the Social Studies content area as key developmental
indicator (KDI) 53: Children understand that people have diverse
characteristics, interests, and abilities.
In a preschool classroom, there are many differences and
similarities among the children. Basic similarities may include
children’s interests, such as what they like to play with, favorite
songs, popular movement activities, and social interactions. Basic
differences may include height, skin or hair color, communication
styles, levels of social experience, ability to express needs and wants,
and social behaviors. As children begin to recognize some of these
similarities and differences, they are taking the early steps toward
understanding the idea of diversity. Children learn to see similarities
and differences as positive and natural through the reactions and
interactions of the adults who support them.
Hannah and JeremyLet’s look at a scenario involving three-year-old Hannah. Hannah has
a signifi cant physical and cognitive disability. This disability prevents
her from being mobile and requires that she have supportive seating
and a wheelchair for movement. Hannah does not yet converse using
words but is able to communicate her likes and dislikes through
her facial expressions and body movements. In this scenario, it
is work time; Hannah is in her adaptive seat near the block area,
watching children build up the blocks and knock them down. Each
time the blocks fall, she grins with a gentle laugh as her legs and
arms move. Jeremy notices this about Hannah and tells the nearby
adult that Hannah likes blocks just as he does. The adult recognizes
an opportunity to discuss some of the similarities that Jeremy and
Hannah share. She acknowledges Jeremy’s astute observation and
confi rms that Hannah likes the falling blocks, and she wonders if
they have anything else in common. As Hannah continues to respond
with smiles and movement, Jeremy and the teacher talk about
what other things the two children both enjoy. Jeremy and Hannah
discover that they like laughing, moving to music, being outside and,
of course, watching blocks fall. This becomes a powerful interaction
for both children. Jeremy learns he can connect with Hannah in ways
both of them enjoy. Hannah learns that she can trust Jeremy and
feels more comfortable with him as they participate in this shared
experience.
Acknowledging Basic Differences and SimilaritiesAs adults it is our responsibility to support children as they begin to
converse and share their experiences both about things they like to
do and things they are able to do. By acknowledging children, and
letting them know that their work has value, adults support and
foster children’s good feelings about themselves, about who they are,
and about what they can accomplish.
When recognizing differences between themselves and others,
it is often the communication or behavioral differences that young
children notice fi rst. I have heard young children label other children
as “babies” — saying, for example, “He doesn’t talk." How adults
facilitate conversations around these simple differences can impact
children’s perceptions and their acceptance or nonacceptance of their
Volume 29, No. 1 • page 19
classmates. Explaining that some classmates “talk” using pictures,
their hands (sign language), or gestures helps all children understand
that, although there are differences in communication, everyone still
has a way to communicate their wants and needs.
Behavioral differences can be challenging for adults, but they can
also be challenging for young children to relate to or understand. Dan
Gartrell states, “When I understand, I accept that each child is worth
all the time she or he needs. Because I accept what is, I put my energy
into effective teaching, not into struggling against the reality that
children are children” (Gartrell, 2003.) This approach also applies to
helping young children understand the similarities and differences
of their peers who may struggle with self-regulation or emotional
competence. Providing behavioral supports while supporting a
diversity of needs can help young children learn to accept that peers
are learning and growing just as they are.
Abby’s screaming and throwing of items onto the fl oor as she
struggles with transitions may isolate her from her peers and their
understanding of her needs. Sometimes adults ask peers to ignore
children who have behavioral challenges — perhaps by saying
something like “She is okay…just focus on what you need to do.”
However, adults understanding Abby’s needs and development can
support her peers by helping them understand their basic similarities
— the things they might have in common with Abby: “Have you
ever had a sad day? Have you ever cried about things that are hard?
Sometimes having a sad day means you cry. Abby is just letting us
know she is sad.”
In these ways, adults can facilitate positive conversation around
how people are the same and/or different from themselves. Adults
do this by commenting on specifi c attributes or accomplishments
without defi ning one as better than the other. For example: "You
are a wonderful muffi n maker – I love the muffi ns you make! I don’t
like to cook, but I love gardening." In this manner, adults can model
positive acceptance of differences for children.
• • •
Being aware of opportunities to support all young children during
discussions of basic similarities and differences helps to develop a
community of acceptance and respect. And this kind of community is
a great place to learn and grow!
Reference
Gartrell, D. (2004). The power of guidance. Clifton Park, NY: Delmar Learn-ing/Cengage; Washington, DC. National Association for the Education of Young Children (NAEYC).
Special Education, continued
Terri Mitchell is a HighScope fi eld consultant and currently serves as the Early Childhood Administrator in Canyons School District in Sandy, Utah. Prior to joining Canyons, Terri was an educational specialist for the Utah Personnel Development Center, where she directed the training initiatives for early childhood
special education classrooms across the state of Utah. Terri is a certifi ed teacher in special education and early childhood special education. She has contributed her expertise in instructional coaching, assessment, and systems change to the development of several high-quality early childhood programs. She co-authored the book I Belong: Active Learning for Children With Special Needs (HighScope Press).
HIGHSCOPE | Extensions
Volume 29, No. 1 • page 20
HIGHSCOPE | Extensions
ASK US
There are many ways to include diversity every day throughout your
classroom. You can do this is by making sure that the equipment
and materials of the learning environment refl ect the children’s
homes and community. Families can often contribute many of these
items. In addition, consider ways to represent diverse cultures in the
activities and events you plan. Here too, reaching out to family and
community members can enrich the options you offer. For example:
• In the house area, provide clothes and tools used in various jobs,
cooking utensils and empty food containers from various ethnic
cuisines, and equipment used by people with disabilities.
• On a regular basis, serve food from different cultures at snacktime
and meals.
• In the reading area, feature books and magazines with
illustrations of people from diverse cultures, people performing
nonstereotypical jobs, and families of varying composition and
background.
• Hang reproductions of artwork from around
the world at children’s eye level throughout
the room. Include simple instruments from
different traditions in the music area. Listen to
and move to music from different genres and
cultures.
BY ANN S. EPSTEIN*
At holiday times we try to include many different traditions, such as Christmas, Hanukkah, and Kwanzaa, and we host special guests from other countries who talk about their cultures, but how can we include diversity in our classroom every day? – A Classroom Teacher
• Take fi eld trips to stores and outdoor markets that serve the
local population and to festivals that celebrate the community’s
diversity.
• Celebrate holidays and traditions that are observed by families
and are meaningful to children. Celebrate special occasions that
arise for children, such as the arrival of a new baby sister.
• Learn more about families and their traditions through
home visits; family surveys; and casual conversations with
family members at dropoff and pickup times, parent-teacher
conferences, and family potlucks and gatherings.
By learning about children’s families, and by refl ecting their
family culture and the community in the classroom environment and
the activities you plan, children will experience diversity in everyday
and meaningful ways!
*The material in this column was adapted from Social Studies, by Ann S. Epstein, HighScope Press, 2012, pages 28–31.
Volume 29, No. 1 • page 21
HIGHSCOPE | Extensions
NEWS BRIEFS
Congratulations to Early Head Start–Child Care Partnerships Preliminary Grantees!This is an exciting award! If you are a recipient, you are now ready
to tackle the formidable and rewarding task of expanding high-
quality care for infants and toddlers to promote a lifetime of positive
outcomes. HighScope can help you choose curriculum resources,
professional learning services, and assessment instruments to ex-
pand the high-quality early learning and development opportunities
for infants and toddlers and prepare children for the transition into
preschool. Click here for details about how HighScope can help .
COR Advantage UpdateWe are pleased to announce that the
latest update to COR Advantage was
completed on January 27, 2015. In an
effort to respond to customer feedback,
we have created new lesson planning
features that are immediately available to all COR Advantage cus-
tomers.
Updates to the Lesson Planning feature:
• Activities can now be typed directly into Lesson Plan Sections.
The user is given the option of adding the activity for one-time
use, or saving it for future lesson plans.
• A new interface, Manage Planner, allows users to view, edit, and
delete user-created activities all in one location! Included is a tab
to manage classroom areas created by users.
• Print options were updated to include “print Lesson Plans for
multiple days”; “print the Individualized Lesson Plan”; and
“print the Activity Report.” Additionally, “print Lesson Plan
now” includes scaffolding.
• The colors displayed in the Lesson Plan interface have been re-
placed with alternating white and light gray to improve readabil-
ity and eliminate confusion with the Lesson Plan Section colors.
• User-created Activities are now deleted when a teacher leaves
the school and is no longer associated with a classroom.
Add Reminders has been moved to the bottom of the Lesson Plan
interface for easy access.
• Scaffolding boxes have been added to the Add/Edit Activity
screen interface.
• Scaffolding in the Lesson Plan can now be expanded or col-
lapsed.
March-April ConferencesLook for HighScope at these upcoming conferences:
• March 4–6: Michigan Head Start Association 24th Annual Early
Childhood Training Conference, Ann Arbor, MI
• March 4–7: 2015 CAEYC Annual Conference and Expo,
Sacramento, CA
• March 29–April 2: 42nd Annual Head Start Conference and
Expo, Washington, DC
• April 23–25: MiAEYC 2015 Early Childhood Conference,
Grand Rapids, MI
HighScope International ConferenceThe 2015 HighScope International Conference
will be held May 6–8, with preconference sessions
May 4–5. This year’s conference theme is “Bringing
Cultures Together in Early Learning.” Alicia Lieber-
man (left), director of the Early Trauma Treat-
ment Network (ETTN ), will speak at the opening
address. For information on preconference sessions, main conference
sessions, and special events (including a silent auction and scheduled
visits to the HighScope Demonstration Preschool), visit highscope.
org/2015conference. Preconference workshops are $180–$230 per
person and early-bird conference registration is $425 ($475 per person
after April 3). Preconference sessions include
• More than Pat-a-Cake and Peekaboo: KDI-Inspired Activities
for Infants
• Journey Through the Day in a HighScope Elementary Classroom
• HighScope’s Best Practices for Coaching Teachers
• Meaningful Math Throughout Your Preschool Day
• From Simple to Complex — Supporting the Development of
Planning and Recall Times Throughout the Year
• Best Practices for Dual Language Learners
• Thinking, Tinkering, and Toddling: Planning Toddler Activities
Around the KDIs
• Being With Babies: Tuning In and Scaffolding Infant
Development
• Playful Teachers, Playful Children
• Language, Literacy, and Communication Throughout the
HighScope Daily Routine
• Adult-Child Interaction – Let’s Kick It Up a Notch!
• COR Advantage (With Online Component)
Look for registration to open in March for the 2015 HighScope Interna-
tional Conference!
Volume 29, No. 1 • page 22
Music and Literacy Kit Released in Partnership With Discount School SupplyOur partnership continues to
grow with Discount School Supply, and we’re excited to announce
our newest materials kit that correlates to the HighScope book
Making Connections: Movement, Music, & Literacy. This supple-
ment kit includes Making Connections and the accompanying CD,
musical instruments, seven classic children’s story books, and much
more that will keep your preschoolers or early elementary children
moving and singing as they develop literacy skills. For a complete
list of components included in the Making Connections: Movement,
Music, & Literacy Curriculum Supplement
Kit, visit our online store.
Coming Soon From HighScope Press — Make Room for Boys! Helping Boys Thrive in PreschoolA few years ago, Gerin Martin and Sandy
Slack set out to discover what made the boys
in their preschool classroom tick. They knew that the needs and
interests of boys often differ from those of girls, and they learned
that the environment of many preschool classrooms — their own
included — puts boys at a disadvantage. Their research led to some
surprising discoveries, and after years of speaking to packed houses
about how to accommodate the needs of boys, their much-anticipat-
ed book, Make Room for Boys! Helping Boys Thrive in Preschool,
is fi nally here! This newest installment in the Teachers’ Idea Series
provides the answers to questions like Why do boys need to move
around so much? and How can I accommodate active boys without
shortchanging the other children? Above all, Make Room for
Boys! is full of strategies and activities that help teachers create an
environment that promotes active learning for all children, boys and
girls. Look for it in late March.
Corral-Terrazas and Hyde Appointed to HighScope’s 2015 Board of DirectorsWe’re excited to welcome Gloria Corral-Terrazas and Bette Hyde to
the 2015 HighScope board of directors. Gloria
Corral-Terrazas serves as Assistant Executive
Director at First 5 San Diego, where she oversees
San Diego County’s Quality Early Learning
efforts for the First 5 San Diego Commission,
along with other initiatives for children fi ve and
under and their families.
Dr. Bette Hyde has served as the governor-
appointed Director of the Department of Early
Learning (DEL) for the state of Washington since
2009. Bette’s focus is on creating one statewide
early learning system that prepares all children for
school and life. She strongly believes that school
readiness means ready schools, ready children, ready families, and
ready communities.
Visit highscope.org for a complete listing of HighScope’s Board of
Directors.
Popular HighScope URLsHere are some popular URLs for information at our website.
For information on the preschool curriculum:
highscope.org/preschool
For information on the infant-toddler curriculum:
highscope.org/infant-toddler
For information on training:
highscope.org/training
For information on the HighScope Membership Association:
highscope.org/membership
To view Web Clips videos:
highscope.org/webclips
For information on state alignments:
highscope.org/alignments
For frequently asked questions:
highscope.org/faq
For information on COR Advantage:
coradvantage.org
Manage your HighScope MembershipIt’s time to log in to your HighScope Membership Association ac-
count to review your preferences and update your contact informa-
tion so we can stay connected. HighScope Membership shares infor-
mation on best practices, strategies, activities, advocacy updates, and
research from the fi eld of early childhood education. Keep connected
by ensuring your address and preferences are up to date. Manage
your membership at highcope.org/membership.
News Briefs, continued
HIGHSCOPE | Extensions